So languages do not interfere. Well sure, but don't you expect to improve, knowledge/skills and anything nonlinguistic? The knowledge you learn helps across the languages. This questions bothers me lately, as you probably noted in my papers, social etc.
"It is time to separate language from language models" The revelation keeps bugging me, and while making the talk "multilingual?" I just gave. Thought I'd briefly share the contents of the talk:
Users praise the referenced works on separating language from language models for their amazing participatory data collection efforts like Wordbank.
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@mcxfrank (amazing) works also create huge participatory data collection efforts. Don't miss them. Wordbank gives you the words children around the world know (at 16-30mo). https://wordbank.stanford.edu/
A similar issue is in multimodal, adding a lot of images doesn't improve your "intelligence"(pic). You need very sophisticated training (that they create) to force the images to improve anything for the text.
So languages do not interfere. Well sure, but don't you expect to improve, knowledge/skills and anything nonlinguistic? The knowledge you learn helps across the languages. This questions bothers me lately, as you probably noted in my papers, social etc.
I wonder if some children accelerate faster, are there connections between starting time and acceleration. Do non noise outliers exist? We think of teaching more, but can we teach "learning" even at the cost of a slower start?(p.s. this is on words, but we've got to start somwe..
The results from that easily give you worldwide comparisons, yes girls learn more worlds early on, children learning accelerates etc.
Training on a large amount of data (not only children) sounds promising, but apparently, the mismatch between what you see and what is said is too great.
Databrary is the effort of recording view and sounds of babies. Collected by many so far they will soon reach the amount of data of a whole (wake-time) year! https://databrary.org/
